Product by European Commission? 歐盟委員會(huì)

《數(shù)字教育行動(dòng)計(jì)劃2021—2027》是繼歐盟2018年1月發(fā)布《數(shù)字教育行動(dòng)計(jì)劃2018》之后的第二個(gè)歐盟數(shù)字教育行動(dòng)計(jì)劃?！稊?shù)字教育行動(dòng)計(jì)劃2018》制定了歐盟數(shù)字教育框架，在2018至2020年推進(jìn)了11項(xiàng)教育行動(dòng)，幫助成員國(guó)應(yīng)對(duì)在教育和培訓(xùn)中使用數(shù)字技術(shù)的挑戰(zhàn)和機(jī)遇?！稊?shù)字教育行動(dòng)計(jì)劃2021—2027》則將重點(diǎn)放在了教育和培訓(xùn)的長(zhǎng)期數(shù)字化變革上，并提出了數(shù)字教育的長(zhǎng)期愿景。

MAKING EDUCATION AND TRAINING SYSTEMS FIT FOR THE DIGITAL AGE： GUIDING PRINCIPLES

With digital change accelerating， it is essential that education and training systems adjust accordingly. While responsibility for content of teaching and the organisation of education systems lies primarily with Member States， recent years have seen a growing momentum to share and exchange best practices on digital education; and develop common tools and frameworks at EU level.

Combining forces and working together on digital education has never been more vital. The EU can play a more active role in identifying， sharing and scaling good practice and supporting Member States and the education and training communities as a whole with tools， frameworks， guidance， technical expertise and research.

The COVID-19 crisis has brought greater awareness of the need to improve the use of technology in education and training; to adapt pedagogies and develop digital skills. The following guiding principles are essential to ensure that education and training adjust to the digital transformation and further improve the quality and inclusiveness of education in Europe.

High quality and inclusive digital education， which respects the protection of personal data and ethics， needs to be a strategic goal of all bodies and agencies active in education and training. Before the pandemic， digital education was often the responsibility of a team or division within educational institutions， ministries or public bodies. The crisis has demonstrated that digital education is not a marginal issue but a central component of learning， teaching and assessment in the 21st century. All players in education need to strategically reflect on how digital technologies can be embedded into education and training.

Transforming education for the digital age is a task for the whole society. This transformation should include an enhanced dialogue and stronger partnerships between educators， the private sector， researchers， municipalities， and public authorities. Parents， companies， civil society and learners themselves， including younger learners， should be more closely involved in efforts to make high quality， accessible and inclusive digital education and training a reality for all. This should be underpinned by evidence and data to monitor progress and improve our understanding of the challenges and opportunities of the digital transformation in education.

Appropriate investment in connectivity， equipment and organisational capacity and skills should ensure that everybody has access to digital education. Education is a fundamental human right and access to it has to be guaranteed， independent of the environment in which it takes place–physical， digital or a combination of both. The right to quality and inclusive education and training and lifelong learning is the first principle of the European Pillar of Social Rights， while the fifth principle of the Pillar gives workers a right to training.

Digital education should play a pivotal role in increasing equality and inclusiveness. Digital skills are essential to be able to develop and deploy digitally accessible and inclusive systems. Likewise， lack of digital skills and lack of accessibility has meant that many disadvantaged groups， teachers， and families were unable to continue work and learning during lockdown. Not only has this increased the risk of poverty and disadvantage but also it has widened inequality in education and training.

Digital competence should be a core skill for all educators and training staff and should be embedded in all areas of teacher professional development， including initial teacher education. Educators are highly knowledgeable and skilled professionals that need the confidence and skills to use technology effectively and creatively to engage and motivate their learners， support the acquisition of digital skills by learners and to ensure that digital tools and platform used are accessible to all learners. Teachers and trainers should have access to ongoing opportunities for professional learning and development tailored to their needs and their discipline. Digital teaching methods and innovation in digital education should be embedded throughout all initial teacher education programmes and promoted in the education and training of youth workers.

教育和培訓(xùn)系統(tǒng)應(yīng)適應(yīng)數(shù)字時(shí)代的指導(dǎo)原則

隨著數(shù)字變革的加速，教育和培訓(xùn)系統(tǒng)必須做出相應(yīng)的調(diào)整。雖然教學(xué)內(nèi)容和教育系統(tǒng)組織的責(zé)任主要由成員國(guó)承擔(dān)，但近年來(lái)，歐盟各國(guó)致力于分享和交流數(shù)字教育最佳做法，以及在歐盟級(jí)別聯(lián)合開(kāi)發(fā)共同的工具和框架的勢(shì)頭日益強(qiáng)勁。

在數(shù)字教育方面，聯(lián)合各方力量和共同努力從未顯得如此重要。因此，歐盟可以發(fā)揮更積極的作用，確定、分享和推廣良好做法，并通過(guò)工具、框架、指導(dǎo)、技術(shù)專(zhuān)長(zhǎng)和研究等構(gòu)成整體，支持成員國(guó)和教育培訓(xùn)界。

新冠肺炎疫情危機(jī)使人們更加清楚地認(rèn)識(shí)到，需要改進(jìn)教育和培訓(xùn)中技術(shù)的使用，調(diào)整教學(xué)方法，發(fā)展數(shù)字技能。以下指導(dǎo)原則對(duì)確保教育和培訓(xùn)適應(yīng)數(shù)字化轉(zhuǎn)型，進(jìn)一步提高歐洲教育的質(zhì)量和包容性至關(guān)重要。

尊重個(gè)人數(shù)據(jù)和倫理保護(hù)的高質(zhì)量包容性數(shù)字教育，需要成為所有積極參與教育和培訓(xùn)的機(jī)構(gòu)的戰(zhàn)略目標(biāo)。在新冠肺炎疫情流行之前，數(shù)字教育往往僅是教育機(jī)構(gòu)、公共機(jī)構(gòu)或部委內(nèi)的一個(gè)小組或部門(mén)的責(zé)任。但這場(chǎng)危機(jī)表明，在21世紀(jì)，數(shù)字教育不是一個(gè)邊緣問(wèn)題，而是學(xué)習(xí)、教育和評(píng)估的核心組成部分。所有教育參與者都應(yīng)該從戰(zhàn)略上反思如何將數(shù)字技術(shù)嵌入教育和培訓(xùn)。

為數(shù)字時(shí)代轉(zhuǎn)變教育是全社會(huì)共同的任務(wù)。這種轉(zhuǎn)變應(yīng)包括加強(qiáng)教育工作者、私營(yíng)機(jī)構(gòu)、研究人員、市政當(dāng)局和公共當(dāng)局間的對(duì)話(huà)，構(gòu)建更牢固的伙伴關(guān)系。家長(zhǎng)、企業(yè)、市民組織和學(xué)習(xí)者本身，包括年輕的學(xué)習(xí)者，都應(yīng)該更密切地參與到這項(xiàng)工作中來(lái)，為所有人提供高質(zhì)量、可獲取和包容性的數(shù)字教育和培訓(xùn)。這應(yīng)以證據(jù)和數(shù)據(jù)為基礎(chǔ)，從而監(jiān)測(cè)各項(xiàng)進(jìn)展，并提高我們對(duì)教育數(shù)字化轉(zhuǎn)型的挑戰(zhàn)和機(jī)遇的認(rèn)識(shí)。

對(duì)互聯(lián)互通、設(shè)備、組織能力和技能進(jìn)行恰當(dāng)投資，應(yīng)能確保每個(gè)人都能接受數(shù)字教育。教育是一項(xiàng)基本人權(quán)，每個(gè)人獲得教育的機(jī)會(huì)都應(yīng)該得到保障，而不受教育所處環(huán)境的影響（物理環(huán)境、數(shù)字環(huán)境或兩者的結(jié)合）。享有高質(zhì)量的全納教育和培訓(xùn)以及終身學(xué)習(xí)的權(quán)利是《歐洲社會(huì)權(quán)利支柱》的第一項(xiàng)原則，而該支柱的第五項(xiàng)原則賦予工人接受培訓(xùn)的權(quán)利。

數(shù)字教育應(yīng)在提高教育公平和包容性發(fā)展方面發(fā)揮關(guān)鍵作用。數(shù)字技能對(duì)開(kāi)發(fā)和部署一個(gè)數(shù)字的、具有可訪(fǎng)問(wèn)性和包容性的系統(tǒng)至關(guān)重要。同樣，缺乏數(shù)字技能和可訪(fǎng)問(wèn)性，意味著許多弱勢(shì)群體、教師和家庭在封鎖期間將無(wú)法繼續(xù)工作和學(xué)習(xí)。這不僅增加了處于貧困和不利處境群體的風(fēng)險(xiǎn)，而且擴(kuò)大了教育和培訓(xùn)方面的不公平性。

數(shù)字能力應(yīng)該是所有教育者和培訓(xùn)人員都要掌握的一項(xiàng)核心技能，并且應(yīng)該嵌入到教師專(zhuān)業(yè)發(fā)展的所有領(lǐng)域，包括職前教師教育。教育工作者是知識(shí)淵博且技能嫻熟的專(zhuān)業(yè)人員，他們需要信心和技能來(lái)有效和創(chuàng)造性地使用技術(shù)，從而吸引和激勵(lì)學(xué)習(xí)者，支持學(xué)習(xí)者掌握數(shù)字技能，并確保所有學(xué)習(xí)者都能獲取并使用數(shù)字工具和平臺(tái)。教師和培訓(xùn)人員應(yīng)獲得不斷發(fā)展的機(jī)會(huì)，根據(jù)其需求和學(xué)科進(jìn)行專(zhuān)業(yè)學(xué)習(xí)和發(fā)展。數(shù)字教學(xué)方法和數(shù)字教育創(chuàng)新應(yīng)貫穿于所有職前教師教育計(jì)劃，并在青年工作者的教育和培訓(xùn)中得到推廣。